Chenoa Dirks

ETEC 512
September 16, 2012
Thought Paper #1
Every teacher knows that successful classroom management skills are the foundation for a
successful day in any classroom. Teaching conceptual knowledge and student understanding should be
higher priorities, but all teachers know that unless student behaviour is conducive to learning, very little
learning is going to take place. Behavourist classroom management techniques based on behaviourist
theories are designed to motivate students to meet the socially acceptable expectations of the classroom,
but it is the teacher who inherently 'teaches' the student what these classroom expectations are and how
the student is to meet them. Using extrinsic motivators can be successful re-enforcers for student
behaviour and productivity outcomes, but when the reward disappears or is no longer appealing; the
behaviour reverts back to undesirable. Intrinsic motivators are rooted in the students personal desire to
meet teacher and/or classroom expectations. Positive re-enforcers give a reward and negative reenforcers take something away. Depending on how these two are used, they can both result in reenforcing positive and/or negative behaviour. Most classroom teachers use one or more of these
techniques in various ways.
Behaviourist theories, though favoured for classroom management, do not formulate a students
developmental ability to learn. In order for a student to learn, understand, or perform a particular concept
or task, the student must first attain the level of developmental and cognitive ability needed to learn said
concept or task. In other words, behaviour management techniques may be able to instill the desire to
learn, but cannot make the student understand a concept.

Chenoa Dirks
ETEC 512
September 30, 2012
Thought Paper #2

Neural understanding in the context of learning and education can empower teachers both in the
teaching of students, and in remaining competitive in the workforce. With 21st Century Learning at the
forefront of education today, education systems are quickly adapting to new and innovative styles for
teaching children the skills for life-long learning so that they will be prepared to be active participants in
our global community. Parents and students are now making the time to research better methods of
education and are fast becoming advocates for their own learning. With these higher demands for
successful learning, it is becoming necessary for teachers to develop 21st Century Teaching skills which
includes a more refined understanding of how learning takes place.
The study of neuroscience, more specifically the field of Mind, Brain and Education, has a direct
influence on learning, in that the nervous system is responsible for all of the bodys responses to all forms
of stimuli. Some new methods of brain-based teaching are already making an appearance in schools, such
as Brain Gym, and Brain Dance, with the focus of waking up the brain using intentional movements
to ready the body for learning. Teachers would benefit from understanding how the study of MBE
connects to students learning, teaching methods, and further cases for research. It should be mandatory
to introduce the mechanics of MBE in pre-service teacher training in order to prepare teachers for the
future scope knowledge-based systems in the areas of life-long learning, and research.

Chenoa Dirks
ETEC 512
October 29, 2012
Thought Paper #3
The term constructivism, in the context of learning, suggests that each individual learner
constructs his/her own knowledge based on how they interpret meaning from information presented to
them formally or informally. This information could include any type of sensory input from the
individuals environment. Von Glasserfeld sates, " to assess the truth of your knowledge you would
have to know what you come to know before you come to know it" (von Glasserfeld, 1983). This quote
refers to the individuals ability to interpret or perceive meaning based on previous experiences and how
that meaning fits into schemas which are already developing. All formal and informal sensory exposure
qualifies as an opportunity to develop knowledge, though the individual must first have the ability to
recall and contextualize the experience in order for it to become knowledge. In other words, a virtual file
folder is begun for each sensory experience and later labeled when other similar experiences enable the
mind to recall the previous one. When there are enough related experiences the mind begins to organize
the folders according to how the individual perceives them to be connected.
Glasserfelds quote, " it appears that knowledge is not a transferable commodity and
communication not a conveyance" (von Glasserfeld, 1983), relates to the idea that knowledge is not a
thing to be had or given. It cannot be bought or sold. A teacher can repeat information until blue in the
face, but that information only received based on the learners previous knowledge and understanding of
the world. A teacher must provide learners with a path towards the subject by creating opportunities to
meaningfully explore media, interact with their peers, and ask questions so that they can construct their
own understanding and knowledge of their world.

Works Cited
von Glasserfeld, E. (1983). Learning as Constructive Activity. Proceedings of the 5th Annual
Meeting of the North American Group of Psychology in Mathematics Education , 1, 41-101.


Chenoa Dirks
ETEC 512
November 11, 2012
Thought Paper #4

Situated learning suggests that actively participating in the learning process allows for deeper and
more accurate understanding of the information. For example, using a hammer would enable the user to
better understand the hammers physical qualities, characteristics, and uses, rather than reading about it
and looking at a picture. Wikis and open source software allow for active user participation where the
user can extend their knowledge about a subject by participating in its creation. Editing and/or adding
information, participating in linked activities, and/or creating new activities allow for deeper and more
thorough understanding of the content and allows for others to experience and share in the knowledge
within their own capacity.
Distributed cognition relates to how the learner understands the information presented. This
understanding depends on how they understand and relate to the world, their environment, and what they
already know and have experienced in their own life. The ability to share, or transfer, what they know is
limited to their individual ability to communicate through language, symbols, and actions. Wikis and
open software allow for the possibility of sharing information and knowledge through several mediums.
Text is the most common, but other options include recorded speech, video, and digital graphics, photos,
etc. By using a variety of mediums within platforms such as wikis and opens software it is possible for
individuals to express and share their knowledge as it exists in their own understanding of the subject
material.
Platforms such as wikis and open software allow for the possibility to combine both situated
learning and distributed cognition in an effort to deepen and extend knowledge through actively
participating in the learning process, and by allowing the expression and transferring of knowledge to
others.